Research on the Integration of Traditional Culture into Dynamic College English Teaching Based on Translingual Practice

Abstract

Against the dual backdrop of global cultural integration and educational paradigm shifts, how to effectively integrate traditional culture into college English teaching has become a key issue in current foreign language education research. Anchored in the theoretical framework of translingual practice, this study focuses on the embedding mechanism of traditional culture within dynamic college English instruction. It systematically explores the influence of shifts in language perception on teaching paradigms, the generative logic of instructional content and structure, as well as the cognitive mechanisms of cultural expression in multimodal environments. The study indicates that the incorporation of traditional culture into the linguistic system is not merely an extension of content at the formal level, but involves deeper mechanisms such as semantic reconstruction, pragmatic alignment, and cognitive transfer. On this basis, the paper proposes a three-dimensional embedding path: expanding content expression through culturally layered depth, constructing interaction mechanisms between language and culture within the teaching process, and enhancing students’ cultural expression quality and transferability through systematic assessment and feedback. The findings suggest that the pedagogical reconstruction based on translingual practice provides a new path for the contemporary expression and cognitive transformation of traditional culture, while offering systematic support for enriching the cultural connotation of college English curricula and optimizing the discourse ecology.